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Training Package

Module 3

Table of Contents

Section 3
Basic programming concepts for creation of webgames, online-courses and apps for language learning and teaching (advanced level)

When speaking about programming concepts for creation of webgames, online courses and apps for language learning and teaching we need to mind the level of the user, more specifically of the teacher, that must go beyond the beginner and intermediate levels of proficiency. In this context, the user must already have a more advanced knowledge of the process of creating webgames, online courses and apps.
For some teachers programming tools like Scratch can be a solution. Scratch is a free programming language and online community where teachers can create their own interactive stories, games, and animations (see below). Even though Scratch may not be of difficult use, it requires the teacher or any other user some more digital dexterity using it in the whole process of creating online resources.
Another relevant project is Code (at, which is meant to provide teachers with a variety of coding activities that aim at learners from lower levels at University. Such activities can be created by teachers themselves or in collaboration with the learners, which can bring an extra element of motivation.
With applications such as you can create easily any kind of game: platformers, puzzles, shoot'em up, strategy, 8-bit, hyper-casual games, Communities of Practice, or MOOC platforms that offer free online language courses to learn.
According to Redecker (2017), the teachers in the more advanced stages can use a set of criteria to identify adaptable resources, assess their reliability and suitability in terms of specific learner objectives and content. Thus, teachers can create personal(ised) apps or games to support the educational objectives.
At the advanced level, teachers are able to use various digital technologies to actively engage learners with the content (any domain of the LSP) and they also support and encourage learners to become autonomous, that is to use such technologies individually as well as a team/collaboratively. Collaboration can be between learners within a group/class/pair, but also between learners and teacher, even in situations when the teacher should accept his/her potential vulnerability in relation to the “digital natives”.
The profile of the latter implies a very different learning style and different expectations, that is why learning activities can be turned into games through what is known as gamification, which is “the use of game design elements in non-game contexts” (Deterding et al., 2011). Gamification can be very productive for learners since games, especially video-games, can help them develop their reading, listening, writing and speaking skills as well as opportunities to acquire new vocabulary and grammar structures (Casañ Pitarch, 2018). According to Nousiainen et al. (2017), in game-based pedagogy, teachers extensively use educational or entertainment games (whether digital or not) and also provide students with opportunities of learning by making games themselves. This means that the teacher has to be aware of the time and instructions needed for the students to work well with this kind of activities. At an advanced level teachers involved in using digital resources can also reflect critically on the way they use the tools and strategies in their work.
Teachers with advanced knowledge of using and creating digital resources can ask the LSP learners to complete challenging problem-solving tasks in any context and domain, and in this way combine the acquisition of content knowledge and language skills. (Casañ Pitarch, 2018).

Casañ Pitarch, Ricardo. (2018). An Approach to Digital Game-based Learning: Video-games Principles and Applications in Foreign Language Learning, in Journal of Language Teaching and Research, Vol. 9, No. 6, pp. 1147-1159, November 2018.
Deterding, Sebastian, et al. (2011). From Game Design Elements to Gamefulness: Defining Gamification, in Conference: Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, September 2011, pp 9-15.
Nousiainen, T. et al. (2018). Teacher competencies in gamebased pedagogy. In Teaching and Teacher Education, 74(August), pp 85-97.
Redecker, Christine (Author), Yves Punie (Editor). (2017). European Framework for the Digital Competence of Educators (DigCompEdu), JRC SCIENCE FOR POLICY REPORT.

Online Resources

Scratch promotes computational thinking and problem solving skills; creative teaching and learning; self-expression and collaboration; and equity in computing. With Scratch students can use this coding language with a simple visual interface that allows them to create digital stories, games, and animations.

This is meant to provide teachers with a variety of coding activities that range from lower levels to University, along with video tutorials and activities. Such activities can be created by teachers themselves or in collaboration with the learners, explains how the coding sections can be joined together by using Blockly as a visual programming language; the directions for the activity are assembled by drag and drop and are used to instruct the computer in plain English what to do. Various tutorials can be explored at

JClic is made up of an extensive mix of computer tools designed to carry out various types of educational activities, such as puzzles, matching games, word games, etc. All of these activities are grouped into individual, custom projects that include activities and ordered sequences. The programme allows you to use multimedia programmes directly from the Internet and uses a standard format for storing data.

Editing a video in Kapwing
Kapwing provides guidelines on how to edit a video, add subtitles to videos, add audio to video – it is useful for speaking and listening activities; it can be ranked as more advanced as it requires more expertise, more practice on the user’s part before it becomes (time) efficient.

Edpuzzle is an easy-to-use platform that allows you to motivate your students through video learning. The process is simple: choose a video, insert questions and assign it to your class. See how your students are progressing and hold them accountable for their learning.

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